Table 1.

Constructs utilized in the most commonly employed theoretical frameworks in HIV prevention intervention with evidence of efficacy^a

Theory	Selected Constructs	Definition
Social Learning/Social Cognitive Theory (5, 63)	Reciprocal Determinism	The interaction between internal cognitive processes and the external environment that facilitate behavior change
	Self-Efficacy	The confidence to perform a behavior, even given difficult or challenging circumstances
	Observational Learning	Having an important other, someone you admire (e.g. adult such as a coach or teacher) perform a behavior, thereby making it attractive
	Behavioral Capability	The skills to perform a behavior
	Expectations and Expectancies	The expected outcome of performing a behavior; appraisal of what good or bad things will happen once it is enacted— influenced by behavioral beliefs
	Emotional Coping Responses	Strategies utilized in response to emotional triggers
Theory of Reasoned Action/Theory of Planned Behavior (6)	Attitudes (Positive and Negative Outcome Expectancies)	The expected outcome of performing a behavior; appraisal of what good or bad things will happen once it is enacted— influenced by behavioral beliefs
	Subjective Norms	Perception of the behaviors that others like you would adopt or reject- influenced by normative beliefs (values) and motivation to be like a peer
	Intentions	Specific plans to enact a behavior
	Perceived Behavioral Control	The extent to which an individual believes they have the power to change
Information, Motivation and Behavior (64)	Information	Information about how to perform a behavior and on why it is desirable and necessary for change
	Motivation	Impetus or desire to change must be present in order for change to occur
	Skills	Individuals must have specific skills to enact behavior change; specific to the desired behavior

^aShown across numerous studies including meta analyses to be related to changes in behavioral outcomes and to consistently explain a high proportion of variance in behavioral outcomes.